Learning to live

ValuesEducation for Peace, Human Rights,
Democracy and Sustainable Development
for the Asia-Pacific Region
for T&her Education and ‘Ikrtiary Level Education

UNESCOPrincipalRegionalOfftce for Asia andthe Pacific.
Learning to live togetherinpeaceand harmony;valueseducationfor
peace,humanrights, democracyandsustainabledevelopmentfor the
Asia-Pac$c region: a UNESCO-APNIEVEsourcebookfor teacher
educationand tertiary level education.Bangkok:UNESCOPROAP,
1998.
182p.
1. PEACE EDUCATION. 2. INTERNATIONAL EDUCATION.
3. HUMAN RIGHTS EDUCATION. 4. DEMOCRACY.
5. SUSTAINABLE DEVELOPMENT. 6. TEACHING GUIDES.
7. ASIA AND THE PACIFIC. I. Title.
370.196
0 UNESCO 199s
Publishedby the
UNESCOPrincipal RegionalOffice for Asia andthe Pacific
P.O.Box 967, PrakanongPostOfftce
Bangkok 10110,Thailand
Printedin Thailand
The designationsemployedandthe presentationof materialthroughoutthe publication
do not imply the expressionof any opinionwhatsoeveron the part of UNESCO
concerningthe legalstatusof any country,territory, city or areaor of its authorities,or
concerningits frontiers or boundaries.
w.Ac/98/M!81-1ccJo
_~~-~ ----I--- --lr-

CONTENTS
Introduction .............................................. ........ .... ................... ...
Chapter One The APNIEVE Philosophy ...,... ...... . .. . .. . .. .... ...
Chapter Two The Asia-Pacific: ContextandConceptualFramework .. ... .. .
Chapter Three Educationfor Learningto Live Together .... . . ... .... ...........
Chapter Four Guidelinesfor Teaching-LearningMaterials
and SampleLessonPlans ... ..... ....... . . . ..... .. . .
Peace .......... . ... . ... .. . .............. . . ..
HumanRights . ..... .... . ....... .. .. ...
Chapter Five
Appendices
Democracy ... .. . .. ........ ...... . . .
SustainableDevelopment . .. . .. ..
The Stateof the Practiceof ValuesEducation
in TeacherEducation: CountryReports
.
.................
..................
..................
..................
..................
........ ..........
24
24
40
59
84
104
SuggestedReadings ...................., ..................... .........
DeclarationandIntegratedFrameworkof Action on
Educationfor Peace,HumanRightsandDemocracy
(Geneva1994) . . ... . ... . .. ........ . . . ...... .
Declarationof Principleson Tolerance ._. __ . .
Plan of Action to Follow-upthe United Nations
133
136
146
Year for Tolerance(1995) ........................................................ 151
YamoussoukroDeclarationon Peacein the Minds of Men ........................... 156
SelectedPapers ............................................................................. 159
Directorv of Particioantsof APNIEVE Meetings ...................................... 175
i
1
15
19

INTRODUCTION
APNIEVE is an acronymfor the Asia-PacificNetwork for InternationalEducationand Values
Education.It wasborn in springin Seoul,Republicof Korea,during the OrganizationalMeeting
to Form the Network of RegionalExpertsin Educationfor Peace,HumanRights and Democracy
(29-31 March 1995). This meetingwas a follow up of the 44th sessionof the International
Conferenceon Education(ICE) and the RegionalConsultationof Asia and the Pacific Member
Statesheldduring the Conferencein Geneva,October1994.
The idea of a regional network had beenderivedfrom recommendationsand suggestionsput
forward during variousregionalmeetingsandworkshopsorganizedby UNESCOand its Member
Statesnamely:
The Regional Workshop on International Education Materials and Methods (Bandung,
Indonesia,August 1992),which recommendedthe formation of an Associationof Educators
for InternationalEducation.
The Regional Workshop on Enhancing Humanistic, Ethical, Cultural and International
Dimensionsof Education(NIER, Tokyo,February1994),which recommendedthe formation
of a networkof institutionsand interestgroupsto work in the areasof valueseducationand
internationaleducation.
The Meetingof Expertsfrom Asia andthe PacificRegionto Preparefor the 44th Sessionof
the ICE (Tagaytay,Philippines,March 1994).which recommendedthat within the aegisof
UNESCO-PROAP.an Asia-Pacific Network be formed of institutions and individuals
interestedin promotingthe goalsof educationfor internationalunderstanding,peace,human
rights, democracyandsustainabledevelopment.
Following its formation, APNIEVE decidedto offer UNESCOtechnicaladviceand supportin the
implementationof its activitiesin thefield of internationaleducationandvalueseducation.
APNIEVE plans to producea seriesof publicationsin keepingwith its aim to promote and
developinternationaleducationand valueseducationfor peace,human rights, democracyand
sustainabledevelopment,through inter-countryco-operationamongindividuals and institutions
working in thesefields. This first volume in UNESCO-APNIEVE Sourcebookseries is for
teachereducationandtertiary education.
It brings togetherthe experiencesandreflectionsof expertsfrom the UNESCOMember Statesof
Asia and the Pacific Regionwho believethat their region is well endowedwith sharedcultural
and humanvalues. When identified,thesevaluescan serveasvehiclesfor unity, solidarity and
peace,as well as an instrumentfor democracyand sustainabledevelopment. The vision these
peoplesharefor the futureof the regionencompasses:
+ elimination of all formsof discrimination;
l the protectionof humanrightsanddemocracy;
l equitable,balanced,humanandsustainabledevelopment:

l protectionof the environment;and
+ the integrationof contemporaryandtraditional humanisticvalues.
Those holding this vision recognize that rapid modemization and urbanization are major
concerns facing Asia and the Pacific region. for they result in economic and technological
advancementwhich is fasterthan socialandcultural development.
Education,which hasa fundamentalrole to play in personaland social development,has been
usedto createa more skilled work force, but often at the cost of the developmentof the whole
person. The long-termgoalsof humanvaluesandmoral principlestendto becomelessimportant
when they have to compete with more immediate economic considerations. Furthermore,
whetherindustrializedor industrializing, many countriesin the regionare still in the processof
democratizationand requireenormouseffort in the disseminationof the principles of universal
values,suchas humanrights for all, andin thepromotionof a culture of peaceand tolerance. To
this end, educationfor peace,human rights and democracy(that is, international and values
education)shouldreceivemoreattentionandgreaterpriority.
Convincedthat the changesand the challengesof the future require a better understandingof
others and the world at large, and that they also demand mutual appreciation, peaceful
interchange and harmony, APNIEVE emphasizes humanistic, cultural and international
dimensionsin equippingeachpersonto respondto the needsof the twenty-first century.
APNIEVE increasinglybelievesin the importanceof living togetherthrough caring for each
other and sharing. Among APNIEVE countriesthereis an emergingemphasison the dignity of
the humanpersonandthe importanceof humanvaluesin developinginternationalunderstanding
andco-operation,andin generatingregionalandglobalsolidarity.
Inspiredby the “four pillars of education”describedin Learning:the TreasureWithin (the report
to UNESCO of the International Commissionon Education for the Twenty-first Century), in
particular the pillar on which the Commissionhas put greatestemphasis:“Learning To Live
Together”,the APNIEVE expertsgroupmet in Malacca,Malaysia(l-5 July 1996)articulatedthe
Asia-Pacific longing for peaceand harmonyand agreedthat a sourcebookentitled Learning to
Live Togetherin Peaceand Harm0n.yshouldbe produced. It would be basedon international
educationandvalueseducation,with emphasison peace,harmony,humanrights, democracyand
sustainabledevelopmentin the region.
The sourcebookhasthreemajoremphases:
+ the meaningof LearningTo Live Together;
+ the coreandrelatedvaluesneededto live togethersuccessfullyandpeacefully;
+ the developmentof learningexperiencesthat will helpteachertraineesand studentsactualize
suchvalues.
After the Malacca meeting, each of the experts was requestedto complete teaching-learning
modules and lesson plans for each of four areas assignedto them. They submitted their
contributionsto the Secretariatto work on, and the draft versionwas deliberatedupon, reviewed
andfmalized by participantsat the Bandung,Indonesia,meeting(27-30 April 1997).
ii

This publication would not have been possiblewithout the contributions from the APNIEVE
SteeringCommittee,in particular its President,Dr. LourdesR. Quisumbingof the Philippines, its
Secretary,Dr. Valai na Pombejrand the experts,namely,Mr. WayneMuller (Australia), Prof. Hu
Wei (China), Mr. Gouri Sankar Hati (India), Prof. Dr. Mohammad Fakry Ghaffar (Indonesia),
Prof. Akihiro Chiba (Japan),Dr. Cho Nan Sim (Republicof Korea), Prof. Dr. Nik Aziz Nik Pa
(Malaysia), Mr. Earnest Tan (Philippines), Prof. Dr. Twila Punsalan(Philippines), Dr. Vichai
Tunsiri (Thailand) and Prof. Rene Romero (Philippines), who helped develop some sample
lessons. The overall contribution of all the participantsat the Malaccaand Bandung meetingsis
also acknowledged.
This publication is most timely becausethere is a keen interest in values education throughout
Asia and the Pacific region. It is to be hopedthat it will provide studentsand teachertrainees
with useful guidelines for teaching-learning modulesand lessonplans on values education for
peace,human rights, democracyand sustainabledevelopment.
Through their efforts, the APNIEVE SteeringCommitteeand expertshope that young peoplein
Asia and the Pacific region will be equippedwith the knowledge,skills and attitudes neededto
live togetherin peaceand harmony,and that theywill be ableto play an active part in promoting
a genuineand lasting culture of peacein the Asia-Pacificregion and the world.
...
III

Chapter One
THE APNIEVE PHILOSOPHY
APNIEVE draws its basic philosophy from today’s expressionof UNESCO’s original mandate:
Pence for Development and Development for Peace. Its fundamental mission is the
transformation of the culture of war andviolenceto a culture of peace,mainly through education
in generaland through valueseducationin particular.
APNIEVE’s principal goals and objectivesare to promote and develop international education
and valueseducationfor peace,human rights and democracyin the context of a holistic, human
and sustainabledevelopment,through co-operationamong individuals and institutions working
in thesefields in Member Statesof the Asia-PacificRegion.
APNIEVE!wasorganizedasa follow-up to the 44th Sessionof the ICE (International Conference
on Education) in Geneva,in October 1994. APNIEVE aimsto assistin the implementationof the
“Declaration and the Integrated Framework of Action on Education for Peace,Human Rights,
and Democracy”againsta backgroundof sustainabledevelopment.
It likewise underscoresthe 1993Kuala Lumpur Declarationof the Ministers of Education of the
Asia-Pacific Region (MINEDAP VI), which stated that their overarching concern was the
importanceof values,ethicsandculture in education.
The Asia-Pacific region has a wealth of sharedcultural human and spiritual valueswhich, when
identified, can serveas vehiclesfor unity, solidarity and peace,as well as being instruments for
holistic, human and integrated sustainabledevelopment. Each Member State, within its own
peculiar geographicalsetting, its historical background,stagesof developmentand culture, can
shareits uniqueexperiencein adaptingcultural valuesto the changingneedsof the times.
Knowledge and understanding of each other’s cultural traditions, beliefs and practices will
contribute to an appreciationof sharedvaluesand aspirations,as well as an appreciationof each
other’s differences, thus contributing to the developmentof mutual respect and tolerance. In
networking on education for peaceand tolerance,human rights, democracyand international
understanding. the APNIEVE experiencewill provide valuable input for the establishmentof
stronger regional and interregional links. leading towards the realization of a sustainedglobal
culture ofpeace.
APNIEVE’s strategies,policies and lines of action are guided by the Integrated Framework of
Action on Education for Peace, Human Rights and Democracy approved by the General
Conferenceof UNESCOat its 28th session.The following strategies,policies and lines of action
are statedin the IntegratedFrameworkof Action:

* Learning to Live Togetherin Peaceand Harmony *
III. Strategies
13. In order to achieve these aims. the strategiesand forms of action of education
systemswill clearly needto be modified, as necessary,in respectboth of teaching
and of administration. Furthermore, providing basic education for all, and
promoting the rights of women as an integral and indivisible part of universal
human rights, are fundamental in education for peace, human rights and
democracy.
IV. Policiesand lines of action
16. The incorporation into curricula at all levelsof education,formal and non-formal of
lessonson peace,humanrights anddemocracyis of crucial importance.
Content of education
17. To strengthen the formation of values and abilities such as solidarity, creativity,
civic responsibility,the ability to resolveconflicts by non-violent means,and critical
acumen.it is necessaryto introduce into curricula, at all levels, true educationfor
citizenship which includesan internationaldimension.Teachingshouldparticularly
concern the conditions for the constructionof peace;the various forms of conflict,
their cause and effects; the ethical, religious and philosophical basesof human
rights, their historical sources.the way theyhavedevelopedand how they havebeen
translatedinto national and international standards;.__the basesof democracyand
its various institutional models;the problem of racism and the history of the fight
against sexismand all the other forms of discrimination and exclusion. Particular
attention should be devotedto culture, the problem of developmentand the history
of every people, as well as to the role of the United Nations and international
institutions. There mustbeeducationfor peace,human rights and democracy.
It cannot, however,be restrictedto specializedsubjectsand knowledge. The whole
of educationmust transmit this messageand the atmosphereof the institution must
be in harmony with the application of democraticstandards.Likewise, curriculum
reform should emphasizeknowledge,understandingand respectfor the culture of
othersat the nationaland global level and shouldlink the global interdependenceof
problemsto local action. In view of religiousand cultural differences,everycountry
may decidewhich approachto ethical educationbestsuitsits cultural context.
Teaching materials and resources
18. All people engagedin educationalaction must have adequateteaching materials
and resourcesat their disposal. In this connection, it is necessaryto make the
necessaryrevisions to textbooks to get rid of negative stereotypesand distorted
views of “the other.” International co-operationin producing textbooks could be
encouraged.Whenever new teaching materials, textbooks and the like are to be
produced,they should be designedwith due eonsiderationof new situations. The
textbooks should offer different perspectives on a given subject and make
transparent the national or cultural background against which they are written.
Their content shouldbe basedon scientific findings. It would be desirablefor the
documents of UNESCO and other, United Nations institutions to be widely
2
1 - -”

t TheAPNIEVE Philosophy *
distributedand usedin educationalestablishments,especiallyin countrieswhere the
production of teaching materials is proving slow owing to economic difficulties.
Distance education technologiesand all modem communication tools must be
placedat the serviceof educationfor peace,humanrights and democracy.
Teacher training
23. The training of personnelat all levelsof the educationsystem- teachers,planners,
managers,teachereducators- hasto includeeducationfor peace,human rights and
democracy. This pre-service and in-service training and retraining should
introduce and apply in situ methodologies,observingexperimentsand evaluating
their results. In order to perform their tasks successfully,schools,institutions of
teachereducationand thosein chargeof non-formal educationprogrammesshould
seekthe assistanceof peoplewith experiencein the fields of peace,human rights
and democracy(politicians,jurists, sociologistsand psychologists)and of the NGOs
[non-governmentorganizations] specializedin human rights. Similarly, pedagogy
and the actual practiceof exchangesshouldform part of the training coursesof ail
educators.
........................................................................................................................................................................................................
Thus. APNJEW’s programmeof activities will include:
+ the sharing and exchange of information on the current situation in the participants’
countries with regard to the development of policies and programmes, and the
implementationof internationaleducationandvalueseducationat the teacher-training level;
+ workshops to review existing curriculum models, modules, or materials, and to design
prototype models,modulesor materialsfor adaptationand use in Member Statesas well as
for pre-testing and evaluation purposes.Efforts to work with other regions involved in
programmesand projectson peace,tolerance,non-violence,human rights, democracyand
international understandingwill be pursued.
To carry out the aboveactivities, APNJEW holds yearly conferencesand workshopswith the
supportof JJNJZSCOand underthe guidanceof a SteeringCommitteefrom sevenMember States,
and with UNJXSCOPROAPasSecretariat.
APNJEVJZ’svision of the future is inspired by the report of the International Commission on
Education for the Twenty-first Century, chaired by JacquesDelors, which emphasizesthe need
for each individual to learn how to learn, and requiring a better understandingof other people
and the world at large, peacehI interchangeand harmony, which are sadly Jackingin our world
today. Of the four pillars of education, “learning to live together” is the one most vital to
building a genuineand lasting culture of peacein both the Asia-Pacific region and throughout the
world. The three other pillars - “learning to know” “learning to do”, and “earning to be” - are,
the basesfor learning to live together.
APNJEVE’s definition of “learning to live together”,and the valuesrequiredfor it from the Asia-
Pacific perspective,was arrived at by expertsfrom nine countrieswho met in Malacca, J-4 July
1996. to reflect on and sllare their views as to what “learning to Jivetogether”meansand what
valuesare requiredto achieveit. particularly in the Asia-Pacificcontext.
3
~ .-
1 n

* Learning to Live Togetherin Peaceand Harmony R
Learning to Jivetogether in peaceand harmony is a dynamic, holistic and lifelong
process through which mutual respect, understanding, caring and sharing,
compassion,social’responsibility, solidarity, acceptanceand tolerance of diversity
among individuals and groups (ethnic, social, cultural, religious, national and
regional) are internalized and practised together to solve problems and to work
towardsajust and free, peacefulanddemocraticsociety.
This processbeginswith the developmentof inner peacein the minds and hearts of
individuals engagedin the searchfor truth, knowledgeand understanding of each
other’s cultures. and the appreciationof sharedcommon values to achieve a better
future.
Learning to Jivetogetherin peaceand harmony requiresthat quality of relationships
at all levels is committed to peace.human rights, democracyand socialjustice in an
ecologicallysustainableenvironment.
4
1 ---1 n

t TheAPNIEVE Philosophy *
Figure 1. Learning to Live Together: The Asia-Pacific Perspective
Schematic Diagram of Core and Related Values Needed
to Live Together in Peace and Harmony
CPrhl~hariag
CMl,plSSklll
Empathy- ... .
..
.._ .
/
’
/
5
7 n

Figure 2. Core values of Peace, Human Rights, Democracy and Sustainable
Development, and related Values which Support Them
‘eace
Yompassion
-Iarmony
rolerance
Jaring and Sharing
nterdependence
3iipathy
Spirituality
Gratitude
Equality and Justice
Respectfor Human Dignity
Appreciationof Diversity
Freedomand Responsibility
Democracy
Respectfor Law andOrder
Freedomand Responsibility
Equality
Self-discipline
Active and ResponsibleCitizenship
Openness
Critical Thinking
Solidarity
Sustainable Development
FuturesOrientation
EnvironmentalConcern
Stewardshipof Resources
PersonalEcology
6
----- --7-

* TheAPNIEVE Philosophy a
n
.
.
.
.
.
.
.
.
.
.
.
.
Love
self-worth/self-esteem
trust and respect
positive self-criticism
openness
deepsenseof responsibility
concernfor others
fidelity/loyalty
senseof sacrifice
senseof reconciliation
courage
gentleness
endurance
w Compassion
n kindness
. moral strengtltifortitude
. sensitivity to others’needs
= goodwill
. nurturing
. supportiveness
Harmony
mutual trust and understanding
senseof belonging/culturalworth
co-operation/collaboration
effectivecommunication
concernfor commongood
senseof reconciliation
desirefor consensus
7
i- n

n
.
.
.
.
.
.
.
m
.
.
.
n
.
.
.
.
.
.
.
.
.
w
.
.
.
n
.
.
.
.
.
Tolerance
mutual respect
genuineacceptanceandaccommodation
respectfor personalandcultural differences(unity in diversity)
peacefulconflict resolution
acceptanceandappreciationof diversity of cultures
respectfor minority groupsandforeigners
senseof humour,courtesy/cordiality,open-mindedness
Caring and Sharing
love
concern
generosity
Interdependence
senseof interconnectednesswith othersandwith creation
globalization/nationalismandinternationalism
senseof subsidiarity
non-violence
active participation
globalunderstanding/mutualrespectamongnations
creativeandcollectiveresponsibilityandco-operation
transformationalleadership
cdmmitment to thefuture
Empathy
appreciationof the other
awareness
concern
Spirituality
inner peace
reverenceand respectfor life
belief in one’smaterialandspiritual potential
commitment to genuinehumandevelopment
* Learningto Live Togetherin PeaceandHarmony *
confidencein the humanspirit
8
1- -~---

w TheAPNIEVE Philosophy *
freedomof thought, conscienceand belief
equanimity/calmness/innerstrength
integrity, genuineness,righteousness
reflective attitude/meditativeness
Gratitude
appreciation
respect
acceptance

n
.
.
n
.
.
n
.
.
n
.
.
n
.
Truth
right to exist
freedomof speech,expression.belief andworship
Equality and Justice
everyoneirrespectiveof race,sex,caste,religion, ethnicity, languageetc. is recognizedequal
by law
responsibility
Respect for Human Dignity
respectfor self and others
self-esteem
respectfor the basicrights of everyperson
love and care
respectfor others’work
Integrity
moral uprightness
ethical behaviour
Accountability
personalresponsibility
acceptanceof the consequencesof one’sactions
Honesty
consistencyof word and action
Acceptance/Appreciation of Diversity
respect for the belief and culture of different communities and the sovereignty of other
nations
respectfor the culture of other countries
respectfor the rights of minority anddisadvantagedgroups
10

* TheAPNIEVE Philosophy *
n Freedom and Responsibility
. freedomof speech
9 freedomof worship
. freedomfrom fear, ignoranceand hunger
. responsibilityto others
n Co-operation
l preparednessto work with others
11
1 n

n
.
.
.
n
.
.
.
n
.
.
n
.
.
.
n
.
.
.
n
.
.
.
Respect for Law and Order
discipline
respectfor authority
mutual trust
Freedom and Responsibility
democraticand responsibleway of life
freedomof expressionandarticulation
respectfor the rights of others
Equality
belief in humandignity
recognition of others’rights, especiallythoseof minorities and the deprived
Self-discipline
courtesy
goodbehaviourin humaninteraction
non-violent conflict resolution
Active and Responsible Citizenship
readinessto volunteer
civic-mindedness
belief in participation
Openness
dialogueandconsultation
negotiation
open-mindednessbasedon scientific truth anduniversalvalues
12
----j- -- n

* TheAPNIEVE Philosophy *
n
.
.
.
.
.
n
.
.
.
.
Critical Thinking
rational thought
scientific outlook
questioningmind
searchingfor truth
well-informed judgement
Solidarity
collective decision-making
co-operation
teamwork
peacefulsolution of problems
13

s I.earninPto Live Topetherin Peaceand Harmonv *
n
.
.
.
n
.
.
.
.
n
.
.
n
.
.
.
n
.
.
.
.
w
.
.
.
n
.
.
EffkiencylIndustry
ecologicalsustainability
hard work and industry
discipline and practical mindedness
Futures Orientation
sustainablefuture
alternative future
visionary orientation
senseof mission
Environmental Concern
environmental care
environmentalaction
Stewardship of Resources
reverencefor natureand responsibleconsumption
socialjustice
senseof commongood
Creativity
creativity in preservingphysical,social,cultural resources
creativity in solving environmentalconcerns
flexibility
adaptability
Frugality/Simplicity
reverencefor life
responsibleconsumption
effective managementof resources
Personal Ecology
reverencefor life (humanand natural resources)
personalcare

Chapter Two
THE ASIA-PACIFIC:
CONTEXT AND CONCEPTUAL FRAMEWORK
n Introduction
The Asia-Pacific region,which includesthe countriesof APNIEVE members,is characterizedby
both rapid changeandan enhancedsenseof identity, which manifestsitself asa growing regional
senseof wanting “to get to know eachotherbetter”. Hence,the imperativeof “learning to live
togetherin peaceand harmony”hasneverbeenmoreimportantand compellingin terms of both
regionalandglobalconsiderations.
n The Context
In summary, the following contextualcharacteristicsof the Asia-Pacific region are relevant to
achievingthe outcomeof “learning to live togetherin peaceandharmony”in the region.
1. The Asia-Pacific regionis populatedby approximatelyhalf of humanity,with many of these
people experiencingunprecedentedrapid changein their economic,political, social and
cultural lives. Suchis the diversity and contrastof the region that it containssomeof the
world’s richestandpoorestnations;someof the world’s largestandsmallestcountries;some
of the world’s highestmountainsandmostfertile river flood plains; someof the world’s most
isolatedandland-lockedregions,andmostfertile andcomplexarchipelagos;and someof the
world’s mostpopulatedandleastpopulatedareas.
2. The Asia-Pacific region is composedof a series of nation states, many of which have
experiencedtraumaticevents,includingwar, revolutionandinternal conflict this century,but
which,havealsoexperiencedperiodsof greatstability.
3. The Asia-Pacific region contains a diversity of the world’s major belief systems- both
religiousand secular- which continueto enduredespitechallengesto traditional beliefsas a
consequenceof modemization.
4. The Asia-Pacificregionis characterizedby racial, ethnic and cultural pluralism, both within
the boundariesof the individual nation statesand acrossthe region. This pluralism is
accommodatedin variouswaysin thedifferent nationstates.
5. The Asia-Pacificregionis developingan enhancedsenseof identity asa regionasa result of
expandedelectronic,print andphysicalcontact,andeconomiclinks.
6. The Asia-Pacific region is confrontedwith the paradoxthat its citizens are sharing the
benefitsof economicdevelopmentunequally,but the risks of this developmentare of great
consequenceto all citizens,bothwithin the regionandglobally.
7. The Asia-Pacific region is confrontedwith a situation where economic developmentand
modernizationhavebeenaccompaniedby an increasingfocus on the valuesof materialism
andconsumerism,which havethe potentialto underminesocialandecologicalsustainability.
15

* Learning to Live Togetherin PeaceandHarmony *
8. The Asia-Pacific region is experiencingsocial and economicchanges,which are affecting
family structuresand the roles and occupationalpursuits of individuals within the family.
Thesechangesare having inevitable effectson the role of families as the agentsof primary
socialization.
9. The Asia-Pacific region has sharedaspirationsfor cultural continuity and economic growth
and development,however,thereis a growing recognitionof the consequencesof this growth
for individual citizens, family and cultural stability, and the environment. The resultant
tensionsrequire a focus on the future in all political leadershipand educationalendeavour,
and the acknowledgmentthat this may require both the reaffirmation of traditional values
and the acceptanceof some “new” values, in order to achieve a mix of values that can
facilitate the processof change.
10. The Asia-Pacific region’s shared attributes and changing dynamics are, nevertheless,
embeddedin the broader context of an emerging globalism. Global trends may carry with
them tensions which threaten local, national and regional identities. A frequently cited
exampleof this is the assertionthat the phenomenonof modemization may lead to “cultural
convergence”betweensocieties,and that this cultural convergencemay lead to a greater
presenceof “western”valuesat the expenseof local traditional values.
16

t TheAsia-Pacific..Contextand ConceptualFramework *
n Conceptual Framework
Within the context of the potential emergenceof a global culture, it is important to provide a
conceptualframework for exploring the regionalpotentialof the Asia-Pacific to contribute to the
achievement of a better world. One such possible framework is provided in the following
diagram:
WHAT ARE THE CHARACTERISTICS
OF ASIA-PACIFIC RELEVANT TO CREATING A BETTER WORLD?
exemf%
interdependel
emerging
SPIRIT
A permeating sense of
oneness and interconnectedness
If awe and of wonder.
An
global culture
lfied by
:
rice,
I’” I
, Acceptance df
‘2” diversity
Tedhdblogyafxd
luilt$4wironments
~i%$re humane,
&iL sustainable
harmony, creativity,
‘ULTURES
which is peaceful
k Intercultural
communication
co-opearative
empathetic
and cultural
identity
T*ME &
.j@ I
CHANGE $$&
Valued &*&
traditions but
1*&.
open to change
for the better
Families,
a-to-face groups, HARMONY
communities WITH PEOPLE
which are
~gand cooperative Insiitutiorrs and
zoompassionate SocialSystems
which are
“PI?CVSTEMS democratic
which are healthy
politically and
and growing
economically just
sustainably productive,
Communities globally aware
.vhose habitats
ate preserved
Species
which are
--. -_
TONY
surviving and
flourishing
‘ATURE
21st
‘century
A Planet which is
Clean and healthy
Reduced in pollution
Co-operatively enhanced
for future generations
Figure 3. (Adapted from the work of Dr. David Dufty, with Permission)
17
1 n

The conceptualframework acknowledgesand endorses:
The centrality of a holistic and integrated approach in learning to live together and in
working for a better world. This implies the needfor the co-existenceof the Asia-Pacific
region in the broaderglobal context.
The needfor any emerging global culture to be exemplified by valuesand conceptssuch as
tolerance, harmony, peace, interdependence,the acceptanceof respect for diversity and
cultural identity, and the centrality of a spirit imbued with a sense of oneness,
interconnectedness,awe and wonder. Such a position would accepta balancedsynthesisof
“eastern”and “western”valuesand“traditional” and“modem” perspectives.
The need for balancebetween“egocentric”and “ecocentric”considerationsin learning to
live together and in working for a better world. This implies the espousingof individual
integrity and ethical relationships,and the acceptanceof a need to preserveand maintain
healthy and growing ecosystemsand an attitude favouring living in harmony with nature.
Also necessaryis a preparednessto work towards repairing the damage already done‘to
nature,in order to createa cleanand healthyplanetasa legacyfor fiHure generations.
The needfor eachnation stateto establishand maintain institutions and socialsystemswhich
are democratic, respectful of human rights, politically and economicallyjust, sustainably
productive,and globally aware.
The needfor respectfor other peopleand toleranceof their systemsand cultures, combined
with peaceful,co-operativeand empatheticintercultural communication.
Conclusion
In “learning to live togetherin the Asia-Pacificregion in peaceand harmony”, a suitablebalance
betweenthe needto think regionally and the needto think globally must be sought.Education of
the people of the region is a crucial factor in the achievementof such positive outcomes,and
central to this educative processwill be an emphasison international education and values
educationwithin a curriculum which emphasizeseducationfor peace, human rights, democracy
and strstoinabledevelopmentfor the Asia-Pacificregion.

Chapter Three
EDUCATION FOR LEARNING TO LIVE TOGETHER
n Introduction
“Learning: the TreasureWithin”, the reportof the InternationalCommissionon Education for
the Twenty-first Century,chairedby JacquesDelors,andpublishedby UNESCOin 1996provides
new insights into educationfor the 21stCentury.It stressesthat eachindividual mustbe equipped
to seize learning opportunitiesthroughoutlife. both to broadenher/his knowledge, skills and
attitudes,and to adaptto a changing,complexand interdependentworld. It advocatesfour pillars
of education:
. learningto know, that is acquiringthe instrumentsof understanding;
. learningto do, soasto beableto actcreativelyin one’senvironment;
. learningto live together,soasto participatein andco-operatewith otherpeoplein all human
activities; and
. learning to be, so as to better develop one’s personality and to act with ever greater
autonomy,judgementandpersonalresponsibility.
Education must not disregardany aspectof a person’spotential: memory, reasoning,aesthetic
sense,physicalcapacitiesandcommunicationskills.
Among the four pillars of education,the Commissionhasput greateremphasison the onethat it
proposesand describesas the foundationof education:learning to live together. This can be
achievedby developingan understandingof others and their history, traditions and spiritual
values. On this basis we can create a new spirit guided by recognition of our growing
interdependenceand a common analysisof the risks and challengesof the future. This may
induce people to implement common projects and to managethe inevitable conflicts in an
intelligent andpeacefulway.
Learning to live togetheris oneof the major issuesin educationtoday, since the contemporary
world is too often a world of violence.Although therehasbeenconflict throughouthistory, new
factors are accentuatingthe risk, particularly the extraordinary capacity for self-destruction
humanity hascreatedin the courseof the 20th century. Therefore,we believeit is necessaryto
devise a form of educationwhich will make it possibleto avoid conflicts or resolve them
peacefullyby promotinglearningto live togetherwith others,by developinga spirit of respectfor
the valuesof pluralism andthe needfor mutualunderstandingandpeace.
a Learning to Live Together in Asia and the Pacific
In the midst of rapid global change,the Asia-PacificRegion,with its uniquefeaturesin terms of
culture, population and socio-economicconditions, is faced with increasing challengesthat
requireimmediateattention. Thesechallengesare relatedto the issuesof peace,human rights,
democracyand sustainabledevelopment. In orderto resolvetheseissues,peoplesof the region
19
1 n

and peoplesof the world should accepttheir differencesbut start working on the basis of their
commonaltiesfor the survival of humankind.
Strengthsthat a country has establishedthroughoutthe yearsshouldbecomea fundamentalasset
for sharing, caring, helping and working togethertowardsmaintaining peace,protecting human
rights, enhancingdemocraciesand acceleratingdevelopmentin the pursuit of the common goals
of humankind.
Peoples of the region should learn to live together on the basis of mutual respect and
understanding,helping one another, sharing and caring for the benefit of all. Learning to live
together requires a dynamic, holistic, life-long processinvolving education of all segmentsof
society.
When all qualities attachedto the conceptsof learning to live togetherare considered,education
to achieve peace, human rights, democracyand sustainabledevelopment is undoubtedly an
holistic linked process. All values related to peace are linked to those of human rights,
democracyand sustainabledevelopment. Sustainabledevelopment,which coversall aspectsof
human life, cannotbe accomplishedwithout peace.Peacecannotbe achievedwithout democracy.
It would be difficult to attain democracywhereviolations of humanrights exist.
n Goals
Education for peace.human rights, democracyand sustainabledevelopmentis predicatedon the
developmentof a senseof universal values. However,thesevalues must be understoodin the
context of various Asia-Pacific cultures.
For this purpose,educationmust prepareevery individual with the enabling skills essentialfor
managing life in a rapidly changingworld. Consistentwith this, the goalsof educationfor peace,
human rights, democracyand sustainabledevelopmentwill be:
. to developlove for humankind am. the environment;
. to create awarenessof the importanceof living in harmony with each other and with the
environment;
. to develop in individuals the skills of interpersonal communication in order to promote
understanding,acceptanceandtolerance;
. to enableindividuals to give and receive;
. to createan awarenessof the solidarity of humankind irrespectiveof race,religion, creedand
culture;
. to createawarenessof the uniquenessof individuals in their socio-culturalcontext;
. to enhancethe quality of human relationships through a senseof dignity and equality,
mutual trust, and an appreciationof others’beliefsand cultures;
. to promote active participation in all aspectsof social life, and to ensure freedom of
expression.belief, and worship;
. to developeffectivedemocraticdecisionmaking that will leadto equity,justice and peace;
. to createawarenessof the needfor individual freedomandautonomywith responsibility;
. to developthe skills of reasoning,to enablelearnersto makeinformed decisions;
20

* Educationfor Learning to Live Together *
. to create an awarenessof the environment that will promote sustainabledevelopmentand
continuity of the humanrace.
Learning to live togetherin peace,respectinghuman rights, practising democracyand achieving
sustainable development requires a coherent and integrated approach to ensure learner
involvement that has an impact on every aspectof the learner as an individual. This approach
will involve an integrated curriculum framework, appropriate teaching strategies,a variety of
approaches,techniques and resources,accessto key international documents and the direct
involvement of studentsin internalizing and practisingthesevaluesin realistic situations. These
requirementsareenlargeduponbelow.
1. An Integrated Curriculum Framework
An integratedframework for curriculum implementationconsiders:
. the integration of the valuesof peace,humanrights, democracyand sustainabledevelopment
acrossthe curriculum;
. the linkage betweenformal and informal networksof learning, including the links between
schooland the community;
. local. national, regionaland global needs;
. the special needs of students according to age, socio-economicbackground, ability and
gender;
. the identification of appropriateresourcesto meetthe needsof students;
. the inclusion of formative feedbackfor the learner’simprovementand development
2. Teaching Strategy
Peace, Human Rights, Democracy and Sustainable Development education are integral
componentsin ValuesEducation,Moral Education,andEthics coursesfor traineeteachers.
The major strategiesusedin teachingthesecoursesmay include the inculcation and clarification
of valnes,the posingof moral dilemmas,valuesanalysis,action learning, evocativestrategiesand
the socialaction model.
Transpersonalstrategiesmay also be used,such as meditation, visioning, introspective analysis,
psychosynthesisand others.
In using the strategiesabove,important considerationmustbe given to the holistic and confluent
approachto valuesformation. The learnerasa total personis of foremostconsiderationin values
teaching.
3. Variety in the Approaches, Techniques and ResourcesUsed
The teaching and learning of vahteswill be basedon a variety of approaches,techniquesand
resourcesto ensurethat they are taught in the most meaningfuland effectiveway. Coursecontent
will include:
21
_~____
P--- n

+ Learning to Live Togetherin Peaceand Harmony *
. explanationof values;
. analysisof values;
. socialaction:
. the developmentof affective,cognitive, socialand spiritual values.
4. Accessto Key International Documents
To obtain the key international documents,suchas the Declaration and IntegratedFramework of
Action on Educationfor Peace,Human Right andDemocracy(Geneva,1994)and the Declaration
of Principles of Toleranceand Planof Action (Paris. 1995)refer to Annex.
5. Student Involvement
The straight lectureand one-wayclassroominstruction shouldbe kept to a minimum, with active
methodsdirectly involving studentsbeingpreferred,suchas:
Group discussionand groupdynamics
Simulation and role-play, suchasmini UNESCOconferences
Indepth researchand individual assignments
Field visits and studies
Volunteerwork for thoselessfortunate
Internet communication with ASP projects,both within one’s own country and with other
countries
Participation in and observationof nationaland internationalconferences
Teaching practice
Extensiveuseof massmedia
6. Realistic Situations
The four core values need to bc taught and practised in realistic situations so that students
developa commitment to adoptingand promoting thesevaluesin their own community settings.
I Evaluation
The assessmentand evaluationof studentteachersin educationfor democracymust be reciprocal.
While professors/instructorsevahtatestudents’performance,the students should evaluate and
assessthe effectivenessof the training programmeand the instructors’training methods.
Students’performanceshouldnot be limited to the acquisitionof knowledgeand information, but
should cover the entire range of attitudes, emotions, aspirations and experiences,especially
voluntary activities. Furthermore. assessmentshould ideally be made in consultation with
studentssothat they alsounderstandthe valueof assessmentand evaluation.
22
___ ----7 7----T

* Educationfor Learning to Live Together *
The goal of educationfor democracyis to enhancethe quality of human relationships.Evaluation
and assessmentshould be madeon a continuing basis,with evaluationbeing consideredone of
the means of promoting students’personal growth, rather than being a ‘one-shot’ test of
knowledge.
Particular aspectsof personalgrowth to payattentionto in evaluationand assessmentare:
. An ability to diagnosea problem
. The capacityto takepart in discussionsand listen to others
. An ability to makea clear analysis
. An ability to find solutionsto problemsin co-operationwith others
. Voluntary participation, co-operationand service
. Constructiveapproachrather than authoritarianaltitudes
. A willingness to shareand care
23
-------
1 n

Chapter Four
GUIDELINES FOR TEACHING-LEARNING MATERIALS
AND SAMPLE LESSON PLANS
An important strategyin the promotionand developmentof internationaleducationand values
educationis the provision of resourcesto enhancethe values educationcurriculum in teacher
training programmes.
The following guidelinesandsamplelessonplanshavebeendesignedto supportthe goalsrelated
to the four corevaluesof Peace,HumanRights,Democracyand SustainableDevelopment,which
arecentralto the themeof “Learning to Live Togetherin PeaceandHarmony”.
The guidelinesand samplelessonplans are intendedto provide inspiration and a stimulus for
curriculum development.It is anticipatedthat teachertrainerswill usetheseresourcesas a basis
for developingof programmesbestsuitedto their own context.
w Introduction
‘Peace must begin with each one of us. Through quiet and serious reflection on its
meaning, new and creative ways can befound to foster understanding, friendship and
co-operation among all people. ” (Javier Perez de Cuellar, Secretary General of the
UlV, September 1986).
It is a truism that onecannotgive what he/shedoesnot have. Conversely,onecannotbe at peace
with others and the world if he/sheis not at peacewith himself/herself. Many peoplefind
themselvesin troublewith othersbecauseof their inability to control themselves:an inability to
stay calm amidst external pressures. Somepeoplebecomeeasily confused,fretful and violent
when suddenlyunderpressure,thenwonderafterwardswhy in theworld they haveharmedothers
and why they cannotseemto accountfor their actions. Reactionsof this kind may be indicative
of a person’sneedto look inward - harmonizingthoughts,motives,wordsandactions- to getin
touch with the inner self wherepeace,strengthand truth reside. Peacefrom within consistsof
purethoughts.purefeelings,andpuremotivesandwishes.
Peaceis a rarecommodityin today’sworld. This is evidencedthroughthe dissatisfaction/worries
of individuals andthrougha lack of properunderstandingbetweenpeopleof different nationsand
communities.
A culture of peaceis necessaryfor a meaningfullife together. In a world wherethere is great
diversity in personal,social and cultural ways of being and living, possessionof significant
humanvaluescanovercomethesedifferencesandensurepeaceandsolidarity.
24
--- _.-----~~--~~---
---T- _7_- ---

* Guidelinesfor Teaching-LearningMaterials *
The processof peacebuilding startsfrom within the heart of eachindividual; when this is shared
with other groupsand cultures,it can leadto peace.
I Goal
This section aims to empower the studentswith concepts,values and skills in invisioning a
peacefulfuture, setting goals, relating sub-systemsto the whole, and planning for system-wide
changesfor global peacethrough the developmentof significant relatedvalues.
n
.
.
.
.
.
.
I
1.
Objectives
To conceptualizecomponentsof peace.
To recognizehow each personand eachcultural group interrelates in the local and global
socio-culturalsystem.
To analyze,evaluate,createmodels/paradigmsfor a betterfuture.
To expressone’s reasoningand genuine feelingswhen making judgements about local and
global problems.
To relateone’sdecisioneffectivelyto thoseof the groupto which onebelongs.
To commit oneself to participate effectively and responsiblyin local, national and global
programmesfor promoting and practicing peace.
Strategies/Approaches
Teaching strategies
Teaching peacein the classroommay be done most effectively through the use of introspective,
transpersonalor evocative strategies,such as meditation, psychosynthesisand positive social
interaction.
2. Cross-curricular studies
Peaceeducationcan be integratedwith subjectmatteracrossthe curriculum, for instance:
0 Language
. Writing essayson peace
. Studyingintercultural works aboutpeace
. Information exchangethrough newslettersor brochures
0 Social Studies(History, Economics,Politics, Culture)
. Simulation activities on inter-countryconflict resolution
n Group dynamicson international relations
. Community activities
.
2s

0 Science
. Discussingor reflecting on the ethics and responsibilitiesof scientistsand the usersof
technology(e.g. in inventing and usingthe atomicbomb)
. Debate
o Arts
. Artistic representationof students’imagesof violenceand peace
. Preparingposters,slides,and materialsfor campaignsfor peace
3. Schoolroom Activities
Peaceeducationcan be taught through variousactivitiesin schools,suchas:
o Communicationbetweenchildren of variousgroups/cultures/countriesthrough
. the exchangeof letters
. the exchangeof work
. student/facultyexchange
o School-basedactivities involving parents,teachersand students(this might include a parade,
Peaceeducationorientation workshopsandforums)
0 Volunteering to aid anothercountry’s citizenswho arein difficulty
0 Gamesand waysof developinggroupawarenessto overcomeprejudicesand stereotypes
4. PeaceEducation Outside School
Peaceeducationbeyondthe schoolroomcanbe promotedthrough:
CI Community outreachprogrammesfor the lessfortunate
0 Activities through various socialand international organizations(or institutions)-UNESCO,
UNICEF etc.
5. Learning Materials
The following guidelinescanbeusedin developinglearning materialsfor peaceeducation:
0 The materialsshouldgive practical help in teachingand learning aboutpeace.
0 The materials should suggest various methods that can promote students’ active
participation.
0 The materials should be able to meetthe particular needsof a country or teacher. In this
respect,the materialsarenot a completeset,but an ongoingseries.
0 The materials stimulate students’interest in understanding more about other groups or
cultures.
0 The materialscontain casestudiesshowinghow conflicts betweenpeopleand countries have
beenresolvedpeacefully.
0 The materialshighlight the mosturgentproblemschallengingworld peacetoday.
26

* LessonPlanson Peace *
LESSON PLAN 1
n Title
Samplelessonon Spirituality
n Objectives
At the endof the lesson,studentswill beableto:
a) recognizethe qualities of inner strengththat help them stay peacefulat all times, eipecially
when facing personalproblemsandconflicts;
b) expressthe importanceof equanimity/innerpeace;and
c) practice bringing themselvesto moments of silence and meditation as a strategy for
experiencinginner peace.
I Related Values
Spirituality, inner peace,equanimity
n Procedures
1. Preliminary Activity
a) Havethe classform five groups.
b) Ask for a volunteerfrom eachgroup. Let the five volunteersstepoutsidethe classroomso as
not to hear the instructions to the rest of the class. While waiting outside, they may be
instructedto sit, keepsilent andtry to meditateby themselvesin preparationfor the activity.
c) While the five volunteersareout of the classroom,give the groupsthe following instructions:
. Upon their return, askeachof the five volunteersto sit in the middle of the group.
. Ask them to listen to soft instrumentalmusicthat will help them achievesomemoments
of silence.They should tly as much as possibleto becomecalm and to avoid personal
thoughtsand anything external.
. After 30 seconds,the group memberswill do things to try to distract the volunteers.
However.no physicalcontactwith the volunteersshouldbe allowed.
. The objectof the activity is to determineif the volunteersareableto maintain their inner
stillnessamidstthe externaldistractionfor aroundfive minutes.
27
-
-1

d) Processthe activity:
. Ask the volunteers to share their experiences.They may relate whether they were
successfulin achieving inner stillness,how they did it, what they felt, and what insights
they havegained.
. Ask other group membersto sharetheir thoughtsand feelingsaboutthe activity.
= Lead the class in discussionof the importanceof regularly practising achieving inner
stillnessfor a few seconds/minutesto calm one’s nerves,especiallyin times of pressure,
and to betterdealwith the tensionsandother stressesin daily life.
2. Main Activity
a) Play soft meditative music while the students try the following relaxation exercises: a
relaxation exercise.Describethe exerciseby saying:
“Sit comfortably with both feetflat on thefloor and with your back against the chair.
You may close your eyes. feel your legs relax...your thigh relax...your hips and
shoulders relax..and your head relax. Breathe deeply...i.:hale...exhale. Listen to your
breathing...andpou may listen to the beating of your heart. Now you feel relaxed and
light. ”
b) Proceedfrom the aboveexerciseto a visualization,saying:
“Now, there are scenes that/lash into your mina!..scenes of things that had happened
to you in the past. Try to look for that most significant event when you felt yourself
strongest. You felt strongest then because you were able to overcome adversities,
personal conflict or a very serious problem. You had the strength to overcome the
tensions and pressures that crisis brought you or your family. Wtih that special
strength of yours, you were able to maintain inner peace. Now, feel that moment when
you had that strength and you were at peace with yourself having finally overcome
that crisis through your strength and inner peace. ” (Pause)
“You are still feeling strong, relaxed, peaceful and happy! At the count of three, you
will slowly open your eyes. Take a deep breath. One, two, three.”
c) Ask the studentsto form groups of three. Let them share their answersto the following
within the group:
. What wasthe conflict you recalled?
. What qualities gaveyou the strengthto overcomethe problems/pressuresof that personal
conflict?
. How did you makeyourself remaincalm/peacefulduring thoseevents?
3 Analysis
a) Let the studentssharetheir thoughts,feelingsand any personalinsights they gainedfrom the
activity and their sharingof the experience.
b) Other questionscould beasked.suchas:
28

. Was it easy/difftcult to overcomethosepersonalconflicts?
. What madeit easy/difficult?
. Do you feel you still havethat strengthin you now?
. How is this strengthmanifestedin your family life?
. What pressures/conflictsdo you frequentlymeetat present?
. How do you managethesewith equanimity?
c) Let the classinfer the ultimate sourceof their inner strength(God, Creator).
4. Abstraction
Deliver a lecturettebasedon the following:
VALUE CONCEPT: The centre of our spiritual consciousness, where we find our
inner peace and strength, can be experienced within usfrom moment to moment. We
experience inner peace when we become more conscious of our inner life. Focusing
our thoughts andfeelings, having a still mind and heart allows us to feel at peace with
ourselves. Doing this helps us develop our discernment, alertness and intuition,
charity, compassion, and our desire to care for others.
5. Application
Ask the studentsto makea personaldevelopmentplan (PDP) in their journal on enhancingone’s
inner peace. The PDP maybe setout in the following format:
Activities
--x----__.-.-_
Example:
1. Listening to sotI music
2. Silencing oneself
3. One minute of meditation
4. Mind-Body relaxationexercise
5. Reflectionon a pieceof verse
6. Recollectionof what happenedduring the day.
6. Closing Activity
End the sessionwith oneminuteof meditationwith soft musicplaying in the background.
m Evaluation
a) Usea written quiz to assesscognitiveobjectives:objectives(a) and (b) above.
b) Observationof groupactivities in practisingexperiencinginner peace.
29
“I n

* Learninn to Live 7’oPetherin Peaceand Harmonv *
LESSON PLAN 2
n Title
Samplelessonon Global Solidarity
n Objectives
At the endof the lesson,the studentwill:
a) be aware that there are many peopleall over the world who are in dificulties causedby
political/religious conflicts or natural disasters;
b) understandthe importanceof globalsolidarity, andwillingly participatein promoting it.
n Related Values
Global solidarity: global understanding,mutual respectamongnations.
n Procedures
The main processof teachingis in discussingthe issuesof concern.Discussiontakesplace mostly
amongstudents. The teacher’srole is to focuson the main issues,to stimulate students’thinking
and responses,to arbitrate their disputes,to motiva’tetheir participation, and soon. In this lesson,
the teaching-learningprocessis focusedon learning aboutthe necessityof peacein the world and
the importanceof global solidarity.
The teaching procedureof this module is: highlighting the issues-+ discussing the issues-+
asking “why” questions--+ motivating to act. This is a typical moral educationclassteaching-
learning process.Through this procedure.studentscan learn relevantknowledge,skills, attitudes
and values.
1.
a)
b)
c)
2.
4
Highlighting the Moral Issues
Presentpictures and articles from newspapershighlighting dificulties for peoplecausedby
political/religious conflicts or natural disasters(choosematerial that is as recent as possible
and related to eventswhich provokedmuch argument in your society. and in which many
studentswill be interested).
Investigateareasof conflict: the kinds of difficulties peopleface and the causesof conflicts,
etc.
Imagining the sufferingsof the peoplein the areasof conflict.
Discussingthe Issues
Discuss what the people who live in areasof conflict should do: for instance, by being
tolerant of other people’s religions or political ideologies,understandingother nations’or
races’cultures.not invadingother people’srights. etc.
30

b)
c)
d)
e)
3.
a)
b)
n
Ask what peoplewho live in areasbeyondthe conflict shoulddo: for instance,by reconciling
the conflicting nationsor races,sendingrelief goodsandvolunteers,etc.
Discusshow to help nationsor peoplessuffering from extremepovertyand diseasecausedby
natural disaster:for instance,by sendingrelief goodsand volunteers,or by participating in
the activity of international co-operativeorganizations.
Look into the international co-operativeorganizationsand their activities: UN (activities of
preserving world peace), UNICEF (activities helping suffering children and women),
UNESCO (activities involving education),etc.
Discuss young people’s activities aimed at achieving peacein the world: for instance, by
sendingvolunteers,relief goodsandfunds to starving peoples,participating in peace-keeping
activities initiated by the UN, or by taking part in various activities concernedwith such
things aspreservingenvironmentsand anti-nuclearmovements,etc.
Asking ‘Why’ Questions
Why shouldall countriesor peopleshelpeachother to solveglobal problems?
Why do peoplesetup internationalco-operativeorganizations?
Evaluation
The knowledge,skills and attitudesexpectedto be learnedfrom this lessoncan be evaluatedby
observingthe discussionprocessandby conductingwritten tests.
31
s n

s Learning to Live Togetherin Peaceand Harmony *
LESSON PLAN 3
n Title
Samplelessonon Interdependence
n Objectives
At the endof the lesson,the studentswill:
a) haveheightenedtheir awarenessthat theybelongto systems,and that they play a significant
role in the developmentof thesesystems;
b) appreciatea needfor moreinterdependentefforts.
n Related Values
Interdependence:interconnectednesswith others,activeparticipation
n
1.
Procedure
Divide the classinto groupsof five. Each memberin the group is then assigneda role. For
instance, if you have decided to study the family as a system.assign the following roles:
father, mother. grandparent,son,daughter.
Ask eachsmall group to hold handsin a circle. Tell them that at no point during the game
shouldthey let go of their hands. If they do so, the systembreaksdown. This meansthat the
gamerequiresa large spacein which the different groupscan move.
Tell the groups that you will announcethat a certain member(or members)of the system
haveproblems. The person(persons)taking that particular role, will then haveto fall. This
meansthat the other membersof the groupwill haveto musterenoughstrength to hold on to
the memberwho has the problem. This step will be repeateduntil all the group members
have had a chanceto fall. You may increasethe difficulty by announcingtwo or three and
four membersto simultaneouslyhaveproblems.
This activity servesboth asan ice-breakerand asan introduction. The classwill havef?mat
first, after which, they will sharesomeof their insights. Most probably, their realizations
will revolvearoundthe awarenessof belongingto a systemand how eachone is accountable
to the system. With this, introducethe valueof interdependence.
Invite the studentsto completea self-awarenessactivity. Give eacha pieceof paper, suchas
the activity sheetshownbelow. Ask them to reflect on their personalexperienceof systems
and of the valueof interdependence.
32
---T -I------- n

$ Namea systemyou presentlybelongto.j:;
j;;
g (i.e. family, school,peergroup)
:i-.....-..-..-.,-,_.--_.__ ,..--.-_l----..........._l_-..-- -$
$ Identify the rolesyou play in this system
+.v....----. --P-P--_.-.-g
Identify your feelingsaboutthis role.
# Indicate the positive influencesyou experiencein Indicatethe negativeinfluencesyou
$ this system. experiencein this system.
:;:
!f Use brainstorming to list a possibleaction you Usebrainstorming to list an interdependent
3 can personallytaketo improve the system.!i moire that the group could consider to
iii
;;i improvethe system.
..:.:.:.:.:.:.:.:.:~:.;.:.:.:.:.:.:.:.:.:.~.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.~.~.:.:.:.:.:.:.:~~.:.:.~:~~:~~:.~~~...~_....._..;.;.~..;.):.:.:.51>:.:.:.:.:.>;.:.;.:.
6. A student can work on as many systemsas she/hedesires. After some time for personal
reflection, the teacher suggeststhat each person shares his/her work with two or three
classmates.
7. When each small group is through sharing, draw out some of the learning, insights and
realizationsstudentshavegainedfrom this activity.
8. The class can be brought together and studentsaskedto create a sentenceusing the word
“interdependence”,
n Evaluation
Evaluation involvesobservationof students’activitieswithin the teaching-learningprocesses.
33
1 n

t Learning to Live Togetherin Peaceand Harmony *
LESSON PLAN 4
n Title
Samplelessonon Harmonythrough Effective Conflict Management
I Objectives
At the end of the lesson,the studentswill beableto:
I. realize the importanceof co-operationand a win-win attitude in the effective resolution of
confhct;
2. assesstheir behavioursand attitudeswith regardto their own conflict management.
n Related Values
Harmony, co-operation/collaboration.effectivecommunication,senseof reconciliation.
n
I.
2.
3.
4.
5.
6.
Procedure
This lessoncan be conductedin two sessions.The first sessioninvolves a game. Invite two
to five volunteers to come forward. The rest of the class will act as observers. Ask the
volunteers to look around the room and mentally selecta spot. They should not let anyone
know which spot they have selected. When they have made their choice, they raise their
hands.
Once all live have raised their hands,ask them to form a circle with their backs to each
other, then. ask them to lock arms to form a closecircle. Tell them that at no point of the
exerciseare they to let go of eachother’s arms, otherwisethe circle breaksand the game is
over.
Tell them that at the signal of “go.” they are to move to the spot they have selected. They
must do this without talking to each other. The observerswatch carefully to see what
transpires.
After the first round, gatherthe audience’sobservations.If the first group happensto end up
struggling againsteachother, invite another group of volunteerswho believe that the same
procedurecan be repeatedwithout a struggle, No oneshouldbe hurt in the exercise.
Repeatthis procedureuntil a group is able to illustrate an absenceof struggle becauseeach
membergivesin to the othersinsteadof competingto moveto their own spot immediately.
After each round, gather the observations. When there is a contrast betweena group that
competes (with a win-lose orientation) and a group that co-operates (with a win-win
orientation), elicit students’insights into what they havelearnt from the experiencethat can
be of help in conflict managementand resolution.
34

7. Having introduced the concept of co-operationand win-win in resolving conflict, in the
secondsessioninvite the studentsto reflect on their personalexperienceof conflicts and their
way of managing them. This is done through the useof an autobiographicalquestionnaire.
Give each studentsevenpiecesof paper.Readthe first of the following questionsaloud for
them to ponder on. Ask them to write short phrasesin answerto the questionon one of the
piecesof paper. Repeatthis procedurefor each of the questions,allowing sufficient time
betweenquestionsfor studentsto work on eachone. The questionsare asfollows:
a)
b)
cl
4
Reviewingyour life, who arethe peopleyou havefound yourself in conflict with?
What issuesusually surroundyour conflicts?
How did you feel eachtime you found yourselfin conflict with someone?Do you notice a
general pattern with regards to the way you feel towards conflict? Fear? Irritation?
Resentment?Confusion?Unhappiness?
How do you usually handleconllicts - through fight, flight or not facing up to resolving
them? Once again, do you notice a general pattern in the way you usually deal with
conflicts?
What accountsfor your feeling/s and/or behaviour/stowards conflict? What factors in
your life influenceyour response?
What usually resultsfrom the way you handleconflict situations?
What alternatives might you consider for handling these conflict situations more
effectively?
8. Having given studentstime to reilect on the questions,suggestthat they sharetheir responses
with a partner.
9. The group as a whole could then shareany insights and discoveriesthey have drawn from
this activity. To facilitate the discussion,the following sentencestems could be used as
starters:
a) Through this activity, I wasparticularly struck by...
b) I becamemuch moreawareof...
c) I oncemore realizethat I...
d) It mademe happy/disappointedto seethat I...
IO. Summarizetheir findings with a brief discussionon conflict. Then challenge them to come
up with a specificaction to undertake:“As a result,I am seriouslyconsidering...“.
n Evaluation
1. Reviewof the students’written work.
2. Observationof the students’activities anddiscussion.
35
~- .__
i 1’

LESSON PLAN 5
I Title
Samplelessonon Appreciationof Cultural Diversity
n Objectives
At the end of the lesson,the studentsareableto:
I. expressthe importanceof tolerancefor personaland cultural differencesin attaining peace
and international understanding;
2. appreciatethe conceptof unity in diversity;
3. suggestpersonalapplicationsfor the valueof tolerance.
n Related Values
Tolerance,respectfor personaland cultural differences.unity and international understanding
n Procedure
I. Preliminary Activity
a) Have the classsing the following song or one that has a similar messageand is more
culturally appropriate:
Getting To Know You
(From 7% King andI)
Getting to know you
Getting to know all aboutyou
Getting to like you
Getting to know what to say
Getting to know you
Put it my way but nicely
You arepreciselymy cup of tea
Getting to know you
Getting to feel freeandeasy
When I am with you
Getting to know what to say
Haven’t you noticed
SuddenlyI’m bright andbreezy
Becauseof all the beautifuland new things
I’m learning aboutyou
Dayby day
36

b) Ask a few studentsto summarizethe messageof the song.
c) Let them completethe following stems:
. When we get to know others,w,
. Acceptingand respectingothersastheyarewill..
2. Main Activities
Divide the studentsinto ten groups.Let the groupsdraw lots to determinewhich of the situations
listed beloweachwill creativelypresentto the whole class.
a) The first day of school in Russia is a festive celebration. Bands play and decorative
banners are hung while parents and neighbourswatch as students stream to school
bearingbouquetsof flowers for their teachers.
b) Astrology is a guiding force in countriessuchas Bhutan. Astrologersare often consulted
asto the besttime to plant crops.makeajourney, or marry.
c) In the Philippines, national flags are hung from windows and railings to celebrate
IndependenceDay. In Denmark, the national flag is usedas a decorationon birthdays,
when flags are alsohung from windowsand railings. One can always tell who is having
a birthday.
d) In Thailand, New year’s Day is celebratedin mid-April, which is usually the hottest time
of the year. Everyonehasgreat fun splashingwater, which is thought to wash away the
evils of the pastyear.
e) Many African people have rainmaking dancesthat take place at specific times of the
yearwhen drought threatens.
r) In India, it is considereda bad omen to say “good bye”. Instead. people say “Go and
comeback”.
g) In Libya. girls are encouragedIOfind work rather than attending school,while children
in Koreaand Japanarepressuredto excelin schoolby their parents.
II) In Ghana, flmerals are happy occasions.It is believedthat the deceasedlook after the
living. which is a causefor rejoicing.
i) Jewishboysall over the world are consideredadults according to their faith when they
reachthe ageof thirteen.
j) In the Middle East, Italy and Spain. boys and men outwardly show affection by
embracingoneanotherand kissingon both cheeksin public.
k) In Belgium. Ihe birthday celebrantis pricked with a needlefirst thing in the morning to
drive awayevil spirits.
Give each group a few minutes to preparefor a two-minute creative presentationdepicting the
cultural tradition describedabove.
3. Analysis/Processing
a) Elicit the students’feelingsaboutthe presentationsand any insightsthey gained.
37
-
T II

b) Allow them to relateother cultural traditions, practicesor beliefs they know of that are
practisedby other peoplesin the world.
c) Ask for further commentsand feelingsaboutthesepractices.
d) Let the studentsthink of similar local practices.
e) Ask them why theythink peoplesaroundthe world havedifferent practicesand beliefs.
t) Ask them if they would be comfortableliving with peoplewho had different practices,
beliefsand traditions. Let themexplain their responses.
g) Lead the discussionto the value conceptof peaceand toleranceand the importance of
“learning to live togetherin peaceand harmony”.
I Abstraction
Deliver a lecturettebasedon the following:
VALUE CONCEPT: Learning to live together in peace and harmony implies
tolerance. “TOLERANCE” is respect, acceptance and appreciation of the rich
diversity of our world’s culture, our forms of expression and ways of being human. It
is fostered by knowledge, openness, communication, freedom of thought, conscience
and belief TOLERANCE is harmony in difference. It is not only a moral duty, it is
also a political and legal requirement. TOLERANCE, the virtue that makes peace
possible, contributes to the replacement of the culture of war by a culture of peace.”
(IJNESCO Declaration on the Principles of Tolerance 28th General Conference,
I6 November.1995)
Tolerance is the key to peaceful co-existence. Peaceful people are tolerant people.
They recognize deep in their hearts the uniqueness and diversity each person
possesses, and that these differences can be complementary rather than divisive.
Genuine acceptance and accommodation blossom in relationships as each person’s
understanding and open-mindedness grows.
Conflicts and misunderstandings mav occur, but the tolerant person is able to
transform these conditions to positive ones by developing an ability to quell heated
emotions.
“Tolerance is not concession, not indifference. Tolerance is the knowledge of the
other. It is mutual respect through mutual understanding. Man is not violent by
nature. Intolerance is not in our genes. Fear and ignorance are the root causes of
intolerance, and its patterns can be imprinted on the human psyche from an early
age. ” (FedericoMa.vor,Director-General of UNESCO,A Yearfor Tolerance,1995)
n Application
Havethe studentscompletethe resolutionbelow.
38

A Resolution
In the past, I havebeenintolerant of other people’s,
Now that 1havelearnedthe valueof tolerance.from now on. I will become
. . .
Signature
. . . . .
Witness
n Closing Activity
Havethe classrecite the following:
He prayedit wasn’t my religion.
He ate it wasn’t what I ate.
He spokeit wasn’t my language.
He dressedit wasn’t what I wore.
He took my hand it wasn’t the colour of mine.
But when he laughedit washow I laughedandwhen he cried it washow 1cried.
Amy Maddox, I6 yearsold
Franklin CommunityH.S.
Bargersville.Inc.
In TeachingTolerance,Spring. 1995
n Evaluation
1. Written quiz
2. Observation
39
~--~
1 n

* Learning to Live Tbgetherin Peaceand IIarmony *
n Introduction
All human rights are universal, indivisible, interdependentand interrelated. Education is the
most effective meansof developingvaluesrelatedto human rights. Educationfor human rights
must developthe ability to value freedomof thought. conscienceand belief; the ability to value
equality.justice and love; and a willingness to carefor and protect the rights of children. women,
workers, ethnic minorities. disadvantagedgroups,etc.
The first step in enhancing understandingand actualizing values related to human rights is to
teach studentswhat their sharedrights and freedomsare, so that thesemay be respectedand a
willingness to protect thoseof others will be promoted. Teaching and learning activities must
focus on valueswhich preservelife and maintain humandignity. Each studentshouldbe given
ample opportunity to evaluatethe realization or non-realizationof core values related to human
rights in his/her own life. However, forming and maintaining this sensitivity is not enough.
Each studentmust developan ability 10reactto violations of humanrights.
n Goal
Educationfor humanrights is aimedat developingin everyindividual a senseof universalvalues
and the typesof behaviouron which a culture of living togetherpeacefullyis predicated.
n Objectives
The objectivesof a curriculum for educationon humanrights areasfollows:
I. To strengthenand enhanceconductandbehaviourin line with the moral valuesand attitudes
relatedto human rights.
2. To be awareof. understandand internalize the valuesrelatedto humanrights.
3. To makerational, moral andethical decisionsin keepingwith humanrights
4. To develop the practice of consistentlyobservingsound moral principles related to human
rights in daily life.
n Strategies/Approaches
I. We should let studentsknow that peopleareborn with the right to exist. and to havefreedom
of speech.espressionand belief. We should make studentsaware of their right to decide
their actionsand take responsibilityfor their choices. Socialnorms and structuresshould not
be allowed to exist at the expenseof individual interest or the interests of any particular
sectionof society. The nation and societyhavea duty to securehuman rights. We should
alsoteachstudentsthe valuesof equality.justice, loveand care
40

* HumanRights *
2. In valueseducation,the teaching strategiesusedare of crucial importance becausethey are
directly related to the message:indeed,they are part of the message. In brief, messagesof
valueseducationfor enhancingunderstandingand realization of human rights areasfollows:
a) To help studentsunderstandthe conceptof human rights at all levels and to encourage
respectfor rights.
b) To help studentsunderstandthe natureof violation of human rights at all levels and to
develop means of combating it, and to develop violation avoidance and violation
resolutionskills.
c) To help studentsunderstandthe conceptof corevaluesfor human rights and to develop
meansof internalizing thosevalues.
d) To help studentsto developa senseof their own worth and to encouragerespectfor
others.
There are three approachesto learning core valueswith respectto human rights: learning about
human rights. learning how to uphold them, and learningthrough practising them.
1. Learning about Human Rights
Learning about core values for human rights involves learning about the key international
documentson human rights (such as the United Nations Declaration of 1984 and the European
Conventionof 1950).the principal concepts(civil and political rights, socialand economicrights,
fair treatment, due process),the list of core values (equality, justice, loving, etc.), and will,
perhaps.explore the violation of humanrights through individual casestudies.
2. Learning How to Uphold Human Rights
Learning about the core values related to human rights will require not only the acquisition of
relevant knowledge,but also the developmentand practiceof the skills necessaryfor the defence
and promotion of these values. This will undoubtedly include the development of effective
communicationskills, and the skills necessaryfor co-operation,negotiation,and decision making
and. probably.the skills neededfor non-violentaction and campaigning.
3. Learning through Practising Human Rights
The knowledgeand skills learnt in studying the core valuesand how to uphold them needto be
reinforced through the very nature of the classroomenvironment: the quality of interpersonal
relationshipsand the methodsof teachingand learning shouldexhibit an intrinsic respectfor the
rights of studentsand of the teacher.In general.this typeof learning aims to:
a) encourageinterpersonalrelationships:
b) decrcasclevelsof studentanxiety;
c) promotedivergentandconstructivethinking;
d) encouragepeerlearning;
c) facilitate conceptualandexperientiallearning;
0 encourageopen,effective,creative,andaccuratecommunication.
41
.-
1 I

Core values relatedto human rights can be exploredthrough experiential learning. Experiential
learning essentiallyinvolves an exploration of personalfeelings, attitudes.and values,a process
through which the developmentof cognitive skills can takeplace,either during the experienceor
on later reflection. When developingcorevaluesfor humanrights, studentsneedto be exposedto
factors contributing to the violation of humanrights in practice,suchas:
1.
2.
3.
4.
5.
6.
7.
8.
too much emphasiswithin a country on economicconsiderationsat the cost of equality and
justice for commonpeople:
ignoranceof law and customs;
lack of education;
the vestedinterestsof a rich and powerful minority:
poverty;
inequitabledistribution of wealth:
certain traditional normswith respectto the statusof womenin society:
families becomingmore nuclearin nature,sothat the agedarebecomingneglected.

o LessonPlanson HumanRights I
LESSON PLAN 1
n Title
SampleLessonon Appreciationof ReligiousDiversity
n Objectives
At the end of the lesson,the studentswill be ableto:
1. statethe commonfeaturesof major religionsof the world;
2. develop respectand a positive attitude towards other religions and so respectthe human
rights of others.
H Related Values
Respectfor humandignity, loving and caring, respectfor the basicrights of everyperson.
n Procedure
1. In preparation for this lessoninvite the studentsto write approximately two pageson the
following aspectsof the major religions of the world (say Hinduism. Islam, Christianity,
Buddhism):
a) The eternalvaluesemphasizedin the religions.
b) The significanceof the major festivalscelebratedby eachreligion.
Give the studentsaboutoneweekto write abouta particular religion
2. On the day of the lessonask the studentsto sit in groupsaccordingto their religion. Within
the group they sharetheir experiencesand preparea group report on the two aspectsof the
religion mentioned in (a) and (b) above. Each group then presents its report (without
criticising other religions).
3. Finally help the studentsbring out the commonfeaturesof the major religions of the world.
n Evaluation
Reviewthe written work of students.
43
1 --

LESSON PLAN 2
n Title
SampleLessonon the Right to HumanDignity
m Objectives
I. develop awarenessand sensitivity to poverty and other forms of oppressionand examine
multiple perspectivesbasedon class,gender,ethnic@ and ideology;
2. appreciatethe vahreof humandignity in the pursuit of sustainabledevelopment;
3. makemoral and ethical decisionsin keepingwith humanrights;
4. deepenunderstandingof the valueof equalityandjustice.
n Related Values
Equality andjustice. sustainabledevelopment
n Procedure
1. Examine the map of the Asia-Pacific Region(Figure 4) and usedifferent colours to identify
the level of economicdevelopmentin eachcountry,for example:
. red - leastdeveloped
. yellow - developing
n blue - highly developed
2. Relate this classification to the recent APEC meeting in the Philippines and the trends
towardsregionalism.
3. Cartoonanalysis
a) Analyse cartoonsshowing the plight of Asian migrant workers in Japan,Hong Kong,
Singaporeand Taiwan (seePhilippine Daily Inquirer Cartoons,Figure 5).
b) Relate the economiesof the host countries to the countries which are the source of
migrant workers.
Source Countries Host Countries

* LessonPlanson HumanRights *
c) Interpret symbolsand message,seethe relationshipand connectionsbetweenindividual
rights, andbalancingpersonaldignity andeconomicdevelopment.
4. Relatethis situation with UNDP report on the Cup of Shameto show the disparity between
developedcountriesand developingones(seeUNDP DevelopmentReportof 1996,Figure 6).
5. Discussconflicts that divide countries geographically.Identify the highlights in the World
Summit on SocialDevelopmentin Copenhagen(seeFigure 4) and the consensusreached.
6. Identify newsitems in major newspapersshowingthe plight of migrant workers in Asia, and
governmentand non-governmentmeasuresare being taken to ensurerespectfor the workers
and their right to humandignity.
7. Concludeby showing how the conservationof resources.development,peaceand democracy
are interconnected.
n Evaluation
Reviewstudents’work

Figure4. Map of theAsia-PacificRegion APEC LINGO
* Xustralia initiated the creation
of a free-market area m the
region to be a part of the
dynamic growth of East
Asian economies in 1989.
Fromthisconceptsprangthe Russia
. The first gathering of 18
leaders of Apec members -.,.,,
was held in Seattlein 1993. Kazakstan ,a
Indonesia became the next ., _. Mongolia
hostthe following year,when
tiibekistan
all agreedto opentheirtradeby i”rke;^ :
T”*;e~,str” $!mstan
- -
‘Tajikistm
Korea,
. DPR,
2010 for developedeconomies iran Afghan& I^-. China -’ ,, *
Korea,
JEpZlll
and 2020 for still-developing Pakistan Nepa’ Rep. d
ones. Ehtin
z
B.ngl;desh
l In Osaka in November, leaders India ~~~~~~~LAOS
submitted parts of their plans for
Thail&d Wet NWV Marshall Islands
Cpmbodla
freeingandopeningtheir trademarkets Sri Lanka , ._
_ : Philippines
,,J .;:
_c...-.
andinvestments,facilitating businessand MLysi*
NlUN
cooperatingat the economicand technical
Maldives ;_ % 1
Papua *.
-. .-_, New Guinea
Ind:qncsi+~ :-,,,a,.- ‘.,a ‘t., Kiribati
levels. _~.
)>..=^’2
.-;i”jb, Solomon
. ^,.“% ‘, p -: ; ,. .? Islands
” -’ *?
..%_ ._ .a Tuvaki
* In four months,the 18leadersofApec will present vanautuSamoa Cook Islands
.. .I
in Subicall their plansforApec on 15specifictrade
: ;
, Niue
areas: tariffs, nontariffs, services, investment, Australia _
Fiji
Tonga
standards and conformance customs procedures.
intellectualpropeity rights,competitionpolicy, government - 5
procurement,deregulation,rules of origin, disputemediation.
_.
mobility of businesspeople,implementationof theUruguayRound
andinformationgatheringandanalysis. New Zealand
n Also in Subic, plans will be spelledout by working and experts’groups
focusing on the following I3 economic and technical cooperation:human
resourcesdevelopment,industrial scienceand technology,small and medium
enterprises,economicinfrastructure,ener_q,transportation,telecommunicationsand
information, tourism, trade and investment data, trade promotion, marine resources
conservation,fisheriesandagri-culturaltechnology.
ONE of Apec’s guiding
principles, open regionalism
was defined by the Eminent
Persons Group as: a processof
regional cooperation whose
outcomeis not only the actual
reduction of internal [intra-
regional] barriers to economic
interactionbut also the actual
reduction of external barriers
to economiesnot part of the
regionalenterprise.
In 1994, Apec members
envisioned themselves to be the
opposite of the European
Union, which they claimed as
inward-looking or running a
customs union exclusively
among the Europeanmembers.
Under open regionalism, any
individual Apec member can
extend its Apec liberalization
toward free trade to non-
membersona conditionalbasis
[via free-tradearrange-ments]
or onanunconditionalbasis[to
all nonmembers, or to all
developing countries, in
conformity with GATT rules].
(Source:SelectedApec Documents
1989-1994)

Figure5. PhilippineDaily Inquirer Cartoons
47
~.
1
.-_.----~_.
n

* Learning to Live Together in Peace and Harmony *
Figure6. UNDPDevelopmentReportof 1996
Distribution of economic activity, 1991
(percentage of world total)
GNP84.7
WorldTrade84.2
Domesticsavings85.5
Domesticinvestment85.0
....
.....................
Eachhorizontalband
representsanequalfifth
of theworld population I
Poorest
fifth II
“LVK
Worll
Domm
d trade0.9
I I
esticsavings0.7
Domesticinvestment0.9
u
* Tlw IINDP Ilun~an Development Report, 1996
48

* LessonPlans on HumanRights *
LESSON PLAN 3
n Title
Samplelessonplan on Respectfor the Rights of Children
n Objectives
At the end of the lesson,the studentswill be:
I. awareof human rights in generaland the rights of children in particular;
2. ableto find out waysthat children can exercisetheserights.
n Related Values
Security,protection of the rights of children.
n Procedure
In a democraticcountry, everybodyhas certain rights. Theseinclude political, social, religious,
and constitutional rights. One may havethe right to be educated,to have a house,and to speak
freely, etc.
I. Ask studentsto write which of the rights theyenjoyandwhich they do not.
2. Ask they why they do not enjoysomeof theserights.
3. Have studentsdiscusstheir answersin small groupsand ask them to preparea group report
to presentto the whole class.
4. On 20 November 1959,every UN country agreedthat children should enjoy certain rights.
They drew up a list of suchrights, but manychildren still do not enjoytheserights.
Havestudentswrite answersto the following questions:
. Which of the rights do the children of your locality enjoy?
. Which of the rights do the children of your locality not enjoy?
. What maybe the reasonsfor not enjoyingtheserights?
. What will be the consequencesif theydo not enjoytheserights?
. What action shouldbetaken sothat children at your schoolcan enjoy their rights?
5. Have studentsdiscusstheir answersin small groups and ask them to prepare a consensus
group report to presentto the whole classfor a consensus.
6. Suggestthey consultyou for help in this regard.
49

* Learning to Live Togetherin Peaceand Harmony a
7 Ask them to closetheir eyes.and readthem this prayerto recapitulate
Oh, God, please take care of children wherever they live, who do not have clean water,
enough food, good homes, proper schools, doctors and hospitals. Bless those who work
for them. Help us to share with others the good things we enjoy.
n Evaluation
I Rmiew the students’written answers
2 Obsenfethe group discussion
-~------
50
~--I- -_- .-Jr --

* LessonPlanson HumanRinhts NE
LESSON PLAN 4
n Title
Samplelessonon Slaveryand Servitude
w Objectives
I. havean awarenessof and sensitivity to slaveryand other forms of servitude,and understand
that slaveryand servitudeareagainsthumanrights;
2. understandthe slaveryandthe slavetradeof the pastand the slavery/servitudewhich exist at
presence;
3. understandthe value of human dignity when discussingbondedlabour in their community
and country;
4. supportpublic opinion and movementsagainstbondedlabour.child prostitution and child
labour.
n Related Values
Human dignity. respectfor the basicright of everyperson,love and care,responsibility to others.
n
I.
2.
3.
4.
5.
6.
n
1.
2.
Procedure
Encouragestudentsto reflect on the condition of slaveryin different parts of the world. This
can touch upon the Africans in America, apartheid in South Africa and bonded labour in
Asia.
Divide studentsinto small groupsand askthem to discusswhat they havestudied. Problems
such as child labour and child prostitution or other forms of discrimination can also be
discussed.
Ask the studentsto write on their views aboutslaveryand servitudein their own community
or country and how they think this canbeprohibitedor combated.
Let the studentsexamineArticle 4 of the UniversalDeclarationof Human Rights:
“No one shall be held in slavery or servitude; slavery and the slave trade shall be
prohibited in all their forms. ”
Organize a debateon the issue“Slavery and servitudein the contemporaryworld.” A good
debatecan result in an understandingthat slavery is inhuman and is against the values
relatedto Human Rights.
Conchideby encouragingthe studentsto participate in combating slavery and servitude in
their society.
Evaluation
Observelhc groupdiscussion
Reviewthe students’work
51
----T I

LESSON PLAN 5
n Title
SampleLessonon Respectfor the Rights of the Girl Child
I Objectives
I. Developan awarenessof and sensitivityto variousoccasionswherein societydeprivesgirls of
their rights;
2. Understand that “equality” among human beings necessarily implies rights of each
individual irrespectiveof race.sex,caste,religion, etc.
3. Developrespectand a positiveattitude towardsgirls andwomen;
4. Interpret the reasonsfor the presentstatusof girls andwomen in their society.
n Related Values
Equality andjustice, respectfor the basicrights of everyperson.
n
I.
2.
3.
4.
5.
I
I.
2.
Procedure
Have studentsread the story “To be born a girl” in Worksheet I; let them discussthe text
amongthemselves.
Let studentsanswerthe questionsin Worksheet2; first orally then let them write the answers
in their notebook.
Examine Worksheet3 and discussthe United Nations’efforts towards the recognition and
the upholding of the humanrights of women.
Discussthe women’s issuesusing the topicsfor discussionin Worksheet3.
Concludeby encouragingthe studentsto be awareof the statusof girls and women in their
community and country, andto participatein promoting equalityandjustice in their society.
Evaluation
Observethe groupdiscussion
Reviewthe students’work

WORKSHEET 1
To Be Born A Girl
My name is Maya. I was born I4 years ago in a poor peasantfamily.
There werealreadymanychildren so,when I wasborn, no onewas happy.
When I was still very little, I learnedto help my mother and elder sisters
with domesticchores. I sweptthe floor, washedclothesand carried water
and firewood. Some of my friends played outside but I could not join
them.
I was very happywhen I wasallowedto go to school. I madenew friends
there and learnedto readand write. But when I reachedthe fourth grade.
my parentsstoppedmy education. My father said there was no money to
pay the fees. Also, I was neededat home to help my mother and the
others. If I were a boy, my parents would have let me complete school.
My elderbrother finished schooland now works in an otTicein the capital.
Two of my youngerbrothersgo to school.Maybethey, too, will finish.
53
I --.
-1 n

WORKSHEET 2
Direction: Answerthe following questionsorally first, then write the
answersin your notebook.
1. What doesMaya’s family do to earntheir living?
2. Why was no onehappywhen Mayawasborn?
3. What is the girl in the family supposedto do when shewasyoung?
4. What is the boy in the family supposedto do when hewasyoung?
5. Do you think Maya is a goodgirl or not? Why?
6. Maya loved to studyat school,didn’t she? Give somereasons.
7. What wasthe reasonwhy shehadto drop out of school?
8. What would havehappenedif shewerea boy?
9. What happenedto her brothers?
IO. Do you agreewith Maya’s parents?
54

* LessonPlanson HumanRights s
WORKSHEET 3
Human Rights, Rights of Women
The human rights of women is a subjectthat hasoften beencontroversial
and is alwaysa ‘sensitive’areabecauseit touchesan issuewhich afFects
virtually every human being in a very direct and personalway. Gender
rolesand conceptsof masculinityand femininity are culturally defined and
contextualized, and often highly particularized as a consequenceof
religious injunction and interpretation. Nonetheless, gender is a
universally significant factor in the interpretation and implementation of
human rights. The conclusionsof the United Nations’ Fourth World
Conferenceon Womenand the 1993Vienna Conferenceon Human Rights
have clearly demonstratedthat the women of the world probably suffer
more human rights violations and discrimination than men, and, at the
very least. gender-specificviolations must be understoodand addressed.
Women’s human rights education must be approachedin a culturally
sensitive manner. But. as is stated in the Beijing Platform of Action,
culture cannotbe usedas a rationale for the violation of the flmdamental
human rights of womenandgirls.
55
-- A

TOPICS FOR DISCUSSION
I. Do you think it is different beinga manfrom a woman?
2. Do you think it is right to give moreprivilegesto men or women?
3. Womenshouldstayhomeand takecareof the houseand their
children, shouldn’t they?
4. With what sexwould you like to beborn’? Why?
5. If your parentswantedyou to drop out from schoolin the middle of
your education,what do you think you would do?
6. Educatewomen,educatethe world: Do you agreewith these
words? Give somereasons.
56
1

LESSON PLAN 6
n Title
SampleLessonon the Right to SocialSecurity
n Objectives
1. understandthe meaningof securityand the conceptspertaining to socialsecurity;
2. develop an awarenessof and sensitivity to poverty, hunger, housing problems, natural
hazards,the homelessetc.;
3. deepentheir understandingandbroadentheir viewsof Third World situationsand problems;
4. participate in discussionson issues concerning the rights to life and security in their
community, country and the world at large.
n Related Values
Security.responsibility.justice, equality
n Procedure
I. Havethe studentsmakean extensivelist of termsrelatedto the word “security”
2. Discussthose terms and relate them to somebasic conceptspertaining to social security in
their community/country (for example, welfare, child care facilities, day care, basic
education, guaranteed income. parenthood. poor housing conditions, famine, social
disadvantage,environmentaldegradation).
3. Divide studentsinto groupsof 10,and havethem studythe words and conceptspertaining to
socialsecuritythey havelisted.
4. Let the studentsreflect on Article 22 of the UniversalDeclarationof Human Rights:
“Everyone, as a member of society, has the right to social security...”
5. Put forward the following questionsand let themwrite down the answersin their notebooks.
a) Haveyou housingproblems? If yes,what haveyou done to solvesuchproblems.
b) Do you feel sociallysecure?Why‘?
c) What are the institutions/organizationsin your countrywhich caterfor socialsecurity?
57
1 n

6. Let the studentsexaminethe following passageand organizea debateon social security
relating it to the passage:
“ln the developing world, 800 million people live in absolute poverty and deprivation.
500 million are malnourished Many millions have no access to safe drinking-water
and do not have the income necessary to purchase food They lack protection against
the consequences of environment degradation and natural calamities, such as floods
and drought. ”
n Evaluation
I. Reviewthe students’written answers
2. Observethe groupdiscussionsandthedebate

* Democracy t
n Introduction
The contemporary world has witnessedthe spread of democracyas the most valid form of
government. This trend has becomemore evident in recent years. Democracy enhancesthe
developmentof various aspectsof human potential through equality of accessto educationand
active participation in all aspectsof social,economicand political life. It is undoubtedlythe very
foundation of lasting peace.Peace,humanrights, democracyand sustainabledevelopmentare, in
fact, closelyinterrelated. Without one,the other cannotexist. Democracyis not possiblewithout
peace, and truly just peace cannot exist without democracy. Such close relationships and
interdependenceconfirm the appropriatenessof the UNESCO programme and action plan to
bring together thesevalue goals, and put them in the samedeclaration, as proclaimed at the
International Conferenceof Educationat Genevain 1994.
However, democracy is not something that can be manufacturedand exported. It has to be
constantly sought after and nurtured. No constitutional formula can be perfectly designedto
produceready-madedemocracy. All it can do is to setconditionswheredemocracycan flower if
its seedsalreadyexist in the minds of the people,
While in this sense,democracyis hard to obtain,thereis an inherentdesirein human natureto be
treated as an equal. Everyonethinks he/sheis born free. Everyonethinks he/sheought to be
given a chanceto develophis/her potential through broaderparticipation in society’s activities.
JeanBaechlerin his analytical surveyof democracyconcludesthat:
“The democratic regime has a nature that responds exactly to human nature, defined
as free, end-oriented, and calculating/rationaWreasonable.” (Jean Baechler,
DemocracyandAnalytical Survey,UNESCO, 1995,p. 65.)
Enlightened rational citizenswho respecthumandignity andwho sharea commitment to equality
and working towardsa commongoal arenecessaryif democracyis to be sustained. It is herethat
educationplays a critical role. In turn, democracyenhancesequality of accessto education;the
active participation of citizens in all aspectsof social,economicand political life; and guarantees
freedomof thought and expression.
Education for democracyis a lifelong process:it is not limited to a particular level or grade of
school education.It needsto be cross-disciplinaryand to permeatethe entire educationprocess.
In this module, however,a limited sampleof secondaryteachereducationat university level is
presented.
Educationfor democracymay take manydifferent approaches,dependingon the political system,
socio-cultural traditions and history. For instance,there is the free westernmodel, the socialist
model and the modelsadoptedby someAsian and developingcountries. Suchcomplex and wide
ranging conceptsand forms of governmentcannot be dealt with comprehensivelywithin the
boundsof teacher-trainingprogrammes.
59
1 n

Learning to live

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (9)

Similar to Learning to live

Similar to Learning to live (20)

More from Hazel Joy Chong

More from Hazel Joy Chong (20)

Recently uploaded

Recently uploaded (20)

Learning to live